o1-1½ days of sessions regarding instructional practices/routines. Focus on §Vocabulary Development/Writing to learn routines in the classroom §Developing higher level questions in the classroom §Creating opportunities for students to experience mathematics as they study topics in courses §Creating common experiences throughout the curriculum that allow teachers to build understandings. i.e. measurement for data analysis, using data for regression analysis, repeated measurement to show change over time. Algebra II teachers sharing data with algebra I teachers to show how data can change as a result of other variables. Geometry courses including measurement of objects using linear measures/volumetric measures and using algebraic concepts to reinforce geometry topics (volume is a function of linear measures, etc.) Follow up half day if desired would be an additional revisiting of writing to learn/vocabulary development with an added emphasis on discussion of routines developed in classrooms since last training. With such a short turn around between days, I caution putting too much emphasis on the ability of teachers to implement and refine any routines in their classroom, but it might be an opportunity to assess what has been done, reinforce the collaborative approach to solving the problems and establish next steps in the process.
o2 days of coaching- Where we find the most significant success is in following up with teachers after the initial trainings. Teachers can have better discussions of issues after they have had the opportunity to follow through on implementation of strategies/routines. §1 day co-teaching/modeling lessons §4 distance online PD follow-ups, sharing of implementation, discussion of next steps, successes, barriers, etc. 1.This area is difficult to develop quickly but can be very successful if teachers are willing to share 2.Expectation of follow through on the part of CAL is very important to adopting new strategy implementation. The proposed options are very attractive and I believe are the correct means to address the teachers' stated needs. Unfortunately the cost that was quoted is prohibitive for our school system, especially since the professional development would only involve about 10 of our 175 teachers. Since we have two in-service days scheduled within two weeks of one another (Jan. 30, Feb. 13) it would work well if the first day could include the direct instruction of instructional practices. The follow-up interaction of observation, coaching and distance discussions are all exciting to think about, but I doubt we can afford all of that. It would be most helpful if the various pieces of the professional development proposal could be priced separately. That would enable me to devise various combinations of services that would be more affordable for our schools. Would it be possible for us to talk later today sometime between 2 and 3 p.m. to discuss this further? One of our department leaders should be available at that time to participate in the discussion. Hopefully that time will work for you as well. Thank you for taking the time to continue the conversation. I look forward to talking with you.
Standards:
- Participants will focus on developing classroom instruction with a variety of instruction modes, assessments and forms of communication.
- Participants will develop a plan/routine to address the learning needs of a variety of students
- Participants will develop a classroom environment that fosters mathematical investigation, collaboration, and engagement. [My thinking as it pertains to the requests of CAL. I am inserting this thinking/discussion to make sure that my interpretations are similar to the clients and the work is acceptable, as well as, address the needs of the students at CAL. Please add your insights/thoughts/questions: - “How to address the needs of students who struggle with math” (There is not a single answer for this, my thoughts are: first and foremost learning styles, creating common experiences that students can use to connect concepts to skills & concepts, intentional development of modes of communicating understanding including development of vocabulary for expression/understanding, writing to organize/formalize understanding and communication, connections between the multiple representations. To address these issues, I am choosing to focus on instructional practices that broaden the approaches being used currently, intentionality in routine development to incorporate aspects that are critical to understanding: measuring, number sense, and estimation/computation) - “Strategies to improve critical thinking skills - our students are often so concerned about getting the right answer that they don't want to struggle with the problems” (Again not a simple answer and not one approach, I’m choosing to focus on providing students opportunities to solve problems in multiple ways, analyze the problem solving methods used to solve problems, creation of common experiences to broaden discussion topics that every student can participate in. To develop this there is a need to incorporate problems that allow multiple ways of solving, discussion of method focus rather than correctness of answer, process analysis/metacognition component development, communication in classroom between students, safe environment to problem-solve and be wrong as long as analysis provided. See both classroom environment standard as well as development of routines standard) - “Ways to make math relevant and fun for the middle of the road learner - ways to create interest and reinforce importance of what they're learning” (A continuation of the learning styles discussion as well as integration of different modalities. There is not a specific request for technology, but there is a connection between engagement and technology for this generation. Technology to enhance student understanding of concepts and communication of that understanding using multiple modalities integrated into routine classroom practice (ACOT, 1998). This goal is not centered on technology or limited to technology, but in my thinking technology needs to be included in this aspect for their to be a focus on “fun for the middle of the road learner- ways to create interest and reinforce importance of what they are learning”. See intentional integration of technology, note that technology is not being used as a replacement of computation skill/number sense development/algebraic manipulation development, but for ways to have students express understanding using a variety of modes, have students make connections between concepts and real-life experiences/classroom experiences.) - Need to get from CAL your curriculum maps for algebra I and II, geometry, and precalculus courses. If you can/want to send the maps for the different levels that would be fine, but need to confirm what topics are being addressed to confirm maximum coverage. - Access to computer technology: I would “like” : o four laptops or classroom computers, o access to an LCD (I can bring one if not feasible), o access to internet on the four computers and for me o previous testing of access to http://contentliteracy.ning.com on your computers. I am proposing exposing teachers to the content literacy ning to show potential of developing community of learners, for sharing discussions with each other (each campus and with me) a place for us to come together for specific coaching discussions/purposes.
8:25 Quick Write:
What is the current overall routine you use in your classroom? (In other words, “What does an average day look like in your classroom?”)
What routines have you developed with your students regarding note taking? Why?
(Three randomly selected teachers will perform the yarn connections activity on the word wall rather than participate in the quick write. The three will use a yard long piece of yarn to make connections on the instruction word wall, with a brief post- it note explaining the connection attached to the yarn)
8:40 Introductions/Discussion of the day:
- Introductions
- Discussion of agenda/goals of the day
- Brainstorm on chart paper what teachers would like to get out of the day to further inform my approach. (My goal is to begin this process during the week preceding the training with the understanding that not all participants will provide their insights initially, but want to be responsive and provide multiple opportunities.)
9:00 Explanation of routines used during the day and model of ww activity
- WW team describes their thinking
- Double entry organizer for the day
o Pre-made note packet to be provided
- Inclusion experiences/examples of activities that can be used
- Discussion of routines to be developed to support student learning
- Debrief of learning/synthesis
9:30 Measurement activity (activities will be in packet handed to the teachers with d.e.o. notes for each page, these notes will be accessed during the day)
- Measure height and arm-span, record data on spreadsheet
- Analysis of height/arm-span data from an algebra I and/or algebra II perspective
o Algebra I graph ten randomly selected points and find a line of best fit using eyeball method. § Discuss/define the domain, range that is applicable to this problem, meaning of slope in terms of this problem, possible meaning of y- intercept in terms of this problem § Pick a point on the line of best fit and discuss what it means in terms of this problem § Identify the mode (if there is no mode, use the median) of the domain of this problem discuss the data point in relation to the graph
o Algebra II input data into calculators, calculate the linear regression model, identify the meaning of the components, utilize the model developed to predict the height of a person included in the data, predict the arm-span of a person not included in the data. § Discussion of the r value for this problem and what it means in terms of your predictions. § Analysis of the methods used in the two prediction activities. § Discuss (not actually present) how you might present your information to the group
10:45 Debrief of activity/Discussion of possible extensions/Development of routine use
- Quick Write: What are the important components of this activity that you want to include in your classroom routine? What value will this add to your instruction? How will you support students during their initial attempts to perform these types of activities?
- Discussion of the activities and potential ramifications to instructional practices
- Embedded in this activity is a word wall interaction with content word wall not instructional word wall (start with a word on the ww; next student pulls off a word that connects to the previous term, continue until all participants have made a connection)
11:50 Discussion of notes taken during the morning session with a synthesis statement of each participants learning; not to be shared publicly, but for internal consumption.
o 1-1½ days of sessions regarding instructional practices/routines. Focus on
§ Vocabulary Development/Writing to learn routines in the classroom
§ Developing higher level questions in the classroom
§ Creating opportunities for students to experience mathematics as they study topics in courses
§ Creating common experiences throughout the curriculum that allow teachers to build understandings. i.e. measurement for data analysis, using data for regression analysis, repeated measurement to show change over time. Algebra II teachers sharing data with algebra I teachers to show how data can change as a result of other variables. Geometry courses including measurement of objects using linear measures/volumetric measures and using algebraic concepts to reinforce geometry topics (volume is a function of linear measures, etc.)
Follow up half day if desired would be an additional revisiting of writing to learn/vocabulary development with an added emphasis on discussion of routines developed in classrooms since last training. With such a short turn around between days, I caution putting too much emphasis on the ability of teachers to implement and refine any routines in their classroom, but it might be an opportunity to assess what has been done, reinforce the collaborative approach to solving the problems and establish next steps in the process.
o 2 days of coaching- Where we find the most significant success is in following up with teachers after the initial trainings. Teachers can have better discussions of issues after they have had the opportunity to follow through on implementation of strategies/routines.
§ 1 day co-teaching/modeling lessons
§ 4 distance online PD follow-ups, sharing of implementation, discussion of next steps, successes, barriers, etc.
1. This area is difficult to develop quickly but can be very successful if teachers are willing to share
2. Expectation of follow through on the part of CAL is very important to adopting new strategy implementation.
The proposed options are very attractive and I believe are the correct means to address the teachers' stated needs. Unfortunately the cost that was quoted is prohibitive for our school system, especially since the professional development would only involve about 10 of our 175 teachers. Since we have two in-service days scheduled within two weeks of one another (Jan. 30, Feb. 13) it would work well if the first day could include the direct instruction of instructional practices. The follow-up interaction of observation, coaching and distance discussions are all exciting to think about, but I doubt we can afford all of that. It would be most helpful if the various pieces of the professional development proposal could be priced separately. That would enable me to devise various combinations of services that would be more affordable for our schools.
Would it be possible for us to talk later today sometime between 2 and 3 p.m. to discuss this further? One of our department leaders should be available at that time to participate in the discussion. Hopefully that time will work for you as well. Thank you for taking the time to continue the conversation. I look forward to talking with you.
Standards:
- Participants will focus on developing classroom instruction with a variety of instruction modes, assessments and forms of communication.
- Participants will develop a plan/routine to address the learning needs of a variety of students
- Participants will develop a classroom environment that fosters mathematical investigation, collaboration, and engagement.
[My thinking as it pertains to the requests of CAL. I am inserting this thinking/discussion to make sure that my interpretations are similar to the clients and the work is acceptable, as well as, address the needs of the students at CAL. Please add your insights/thoughts/questions:
- “How to address the needs of students who struggle with math” (There is not a single answer for this, my thoughts are: first and foremost learning styles, creating common experiences that students can use to connect concepts to skills & concepts, intentional development of modes of communicating understanding including development of vocabulary for expression/understanding, writing to organize/formalize understanding and communication, connections between the multiple representations. To address these issues, I am choosing to focus on instructional practices that broaden the approaches being used currently, intentionality in routine development to incorporate aspects that are critical to understanding: measuring, number sense, and estimation/computation)
- “Strategies to improve critical thinking skills - our students are often so concerned about getting the right answer that they don't want to struggle with the problems” (Again not a simple answer and not one approach, I’m choosing to focus on providing students opportunities to solve problems in multiple ways, analyze the problem solving methods used to solve problems, creation of common experiences to broaden discussion topics that every student can participate in. To develop this there is a need to incorporate problems that allow multiple ways of solving, discussion of method focus rather than correctness of answer, process analysis/metacognition component development, communication in classroom between students, safe environment to problem-solve and be wrong as long as analysis provided. See both classroom environment standard as well as development of routines standard)
- “Ways to make math relevant and fun for the middle of the road learner - ways to create interest and reinforce importance of what they're learning” (A continuation of the learning styles discussion as well as integration of different modalities. There is not a specific request for technology, but there is a connection between engagement and technology for this generation. Technology to enhance student understanding of concepts and communication of that understanding using multiple modalities integrated into routine classroom practice (ACOT, 1998). This goal is not centered on technology or limited to technology, but in my thinking technology needs to be included in this aspect for their to be a focus on “fun for the middle of the road learner- ways to create interest and reinforce importance of what they are learning”. See intentional integration of technology, note that technology is not being used as a replacement of computation skill/number sense development/algebraic manipulation development, but for ways to have students express understanding using a variety of modes, have students make connections between concepts and real-life experiences/classroom experiences.)
- Need to get from CAL your curriculum maps for algebra I and II, geometry, and precalculus courses. If you can/want to send the maps for the different levels that would be fine, but need to confirm what topics are being addressed to confirm maximum coverage.
- Access to computer technology: I would “like” :
o four laptops or classroom computers,
o access to an LCD (I can bring one if not feasible),
o access to internet on the four computers and for me
o previous testing of access to http://contentliteracy.ning.com on your computers. I am proposing exposing teachers to the content literacy ning to show potential of developing community of learners, for sharing discussions with each other (each campus and with me) a place for us to come together for specific coaching discussions/purposes.
8:25 Quick Write:
What is the current overall routine you use in your classroom? (In other words, “What does an average day look like in your classroom?”)
What routines have you developed with your students regarding note taking? Why?
(Three randomly selected teachers will perform the yarn connections activity on the word wall rather than participate in the quick write. The three will use a yard long piece of yarn to make connections on the instruction word wall, with a brief post- it note explaining the connection attached to the yarn)
8:40 Introductions/Discussion of the day:
- Introductions
- Discussion of agenda/goals of the day
- Brainstorm on chart paper what teachers would like to get out of the day to further inform my approach. (My goal is to begin this process during the week preceding the training with the understanding that not all participants will provide their insights initially, but want to be responsive and provide multiple opportunities.)
9:00 Explanation of routines used during the day and model of ww activity
- WW team describes their thinking
- Double entry organizer for the day
o Pre-made note packet to be provided
- Inclusion experiences/examples of activities that can be used
- Discussion of routines to be developed to support student learning
- Debrief of learning/synthesis
9:30 Measurement activity (activities will be in packet handed to the teachers with d.e.o. notes for each page, these notes will be accessed during the day)
- Measure height and arm-span, record data on spreadsheet
- Analysis of height/arm-span data from an algebra I and/or algebra II perspective
o Algebra I graph ten randomly selected points and find a line of best fit using eyeball method.
§ Discuss/define the domain, range that is applicable to this problem, meaning of slope in terms of this problem, possible meaning of y- intercept in terms of this problem
§ Pick a point on the line of best fit and discuss what it means in terms of this problem
§ Identify the mode (if there is no mode, use the median) of the domain of this problem discuss the data point in relation to the graph
o Algebra II input data into calculators, calculate the linear regression model, identify the meaning of the components, utilize the model developed to predict the height of a person included in the data, predict the arm-span of a person not included in the data.
§ Discussion of the r value for this problem and what it means in terms of your predictions.
§ Analysis of the methods used in the two prediction activities.
§ Discuss (not actually present) how you might present your information to the group
10:45 Debrief of activity/Discussion of possible extensions/Development of routine use
- Quick Write: What are the important components of this activity that you want to include in your classroom routine? What value will this add to your instruction? How will you support students during their initial attempts to perform these types of activities?
- Discussion of the activities and potential ramifications to instructional practices
- Embedded in this activity is a word wall interaction with content word wall not instructional word wall (start with a word on the ww; next student pulls off a word that connects to the previous term, continue until all participants have made a connection)
11:50 Discussion of notes taken during the morning session with a synthesis statement of each participants learning; not to be shared publicly, but for internal consumption.
12:00 LUNCH
12:45